Abstract
The purpose of this study is to investigate the effect of Professional development for the cooperative relationship between middle teachers, using national survey data and the Teaching and Learning International Survey (TALIS) data set that was conducted by OECD.
The paper classifies TALIS countries based on PISA scores, then analyzes the relationship between various professional developments and PISA high score countries, using "classroom observation and feedback" as an indicator of teacher cooperation.
Our study suggests that there are several types of the age distribution to participate professional developments, such as a country like South Korea , that each age group participated equally, and countries there are disproportionately 0-10 (or 21-)years of experience for the participation. Secondly, professional developments affect on the "classroom observation and feedback" ,but the difference spreads wide range by countries.
The main factors of those differences are the difference of the days of participation for the "classroom observation and feedback". Especially the Korean frequency is significant.
Thirdly, mentoring is affecting “classroom observation and feedback” significant every PISA high scored countries and Japan. Forth, unlike PISA high scores countries, "less formal dialogue" is affecting “classroom observation and feedback” in Japan.
